Developmental profiles and auditory perception in 25 children attending special preschools for language‐impaired children

Abstract

Aim: To study different developmental profiles and auditory perception in a representative group of children with language impairment (LI). Methods: A multidisciplinary investigation was carried out in a group of 25 children attending units specifically for language‐impaired children. An assessment of the cognitive level, motor performance, behaviour and auditory perception was performed and the results were compared with those for age‐matched groups of children. Results: Among those with moderate or severe language impairment (LI), around 90% had additional developmental disorders. In three tests of auditory perception, children with LI had problems with working memory and speech discrimination. No problems were found with the children's temporal resolution in auditory perception. Another conclusion from the auditory perceptual tests was that the children's cognitive abilities were important for their success in these tests. Conclusion: Neurodevelopmental deviations are very common in LI children. The optimal route for the assessment and treatment of these children would be a multidisciplinary approach.

Language problems at 2½-years of age and their relationship with school-age language impairment and neuropsychiatric disorders

“…Several researchers have questioned the SLI term (e.g. Sahlén & Nettelbladt, 1995, Bates, 2002, Fernell et al 2002, Ors, 2002, because children with language impairment usually also show other subtle cognitive or neurodevelopmental disabilities. However, when other studies are referred to, the terminologies used by the original researchers have been kept.…”

“…had LD combined with other disabilities within the neuropsychiatric and/or neurodevelopmental spectrum at a follow-up at school-start. In a study of children attending a Swedish language preschool (Fernell et al, 2002), 20 out of 23 (87%) children with moderate or severe LI were identified with associated developmental problems such as motor, cognition and/or behavioural problems. In a more recent study by Rejnö-Habte Selassie et al (2005) a higher proportion of attention and motor problems, EEG abnormalities and epileptic syndromes were found in children with severe language disorders than in the general population.…”

“…Fernell et al, 2002) and longitudinal studies (Beitchman et al, 2002, Snowling et al, 2006, ContiRamsden et al, 2006. However, only very few Swedish studies have targeted this relationship.…”

“…This means that it would not usually be appropriate to concentrate on only one aspect of the condition. Instead SLPs, psychologists and psychiatrists/neurologists need to work in close collaboration (Miniscalco et al, 2001, Westerlund et al, 2002, Fernell et al, 2002, Rejnö-Habte Selassie et al, 2005, Miniscalco et al, 2006.…”

Auditory Processing in Children with Specific Language Impairments: Are there Deficits in Frequency Discrimination, Temporal Auditory Processing or General Auditory Processing?

“…3 ], but other authors have since failed to replicate these findings [4][5][6][7][8] . Associations between the Rapid Auditory Test and reading abilities have been identified [9] , but none have been shown to exist for language skills [10,11] .…”